Abstract:
The relation of teaching and learning rests on how theories can be linked to practice. Very often, teaching theories emerge and vary in quite a number of ways and they do not readily respond to what students need to know. With this in mind, Shulman and his associates at Stanford University have worked on a practical way of approaching subject matter, school curriculum and pedagogy with an emphasis of “pedagogical content knowledge” (see Grossman, Wilson and Shulman, 1989; Wilson, Shulman and Richert, 1987) which has groomed during the last two decades. In substance, Shulman highlighted four sources of knowledge base of teaching: (1) scholarship in content disciplines, (2) the materials and settings of the institutionalized educational process (for example, curricula, textbooks, school organizations and finance, and the structure of the teaching profession), (3) research on teaching, social and cultural phenomena that affect what teachers can do, and (4) the wisdom of practice itself (Shulman, 1987). In this study, Shulman’s framework is adapted and used for developing the knowledge base of teaching in the newly implemented 335 curriculum which requires new teaching and learning. Theory and practice will be linked by academics’ input of the new curriculum in the in-service and pre-service courses and followed by student teachers’ application of their knowledge in their school contexts during teaching practice. Through in-depth investigations, the study aims to develop a useful pool of cases of how teachers will transform their knowledge in real contexts.
Code:
T0100
Principal Project Supervisors:
Subjects:
Start Date:
01 Jul 2011
End Date:
31 Dec 2012
Status:
Completed
Result:
Final results are in the form of conference papers as mentioned above. The deliverables will be the journal papers published at a later stage when the team members turn their conference papers to journal articles.
Impact:
Developing pedagogical content knowledge is essential for pre-service teachers and in-service teachers in various stages of their professional development. This project has made a contribution to the knowledge of developing teachers’ pedagogical content knowledge in light of the curriculum reform. The project was effectively conducted with research results disseminated in the international conference to arouse attention relating to issues of teachers’ development in the era of change.
Deliverables:
Books / Book Chapters / Journal Articles / Conference Papers
Chan, J. K. S. (2012, December). How Do Pre-service Teachers Develop their Knowledge for Teaching in the Era of Change? Paper presented at the 3rd East Asian International Conference on Teacher Education Research, Shanghai, China.
Cheung, K. L. (2012, December). How Do Pre-service Mathematics Teachers Develop their Knowledge for Teaching through their Interactions with Students? Paper presented at the 3rd East Asian International Conference on Teacher Education Research, Shanghai, China.
Fok, Y. Y. (2012, December). The Pedagogical Content Knowledge of the Experienced Teachers: A Study on the Teaching of Juvenile Fiction. Paper presented at the 3rd East Asian International Conference on Teacher Education Research, Shanghai, China.
Xu, H. X. (2012, December). Pre-service Teachers' Knowledge of Teaching in an Integrated Curriculum - A Case Study of Liberal Studies Subject in Hong Kong. Paper presented at the 3rd East Asian International Conference on Teacher Education Research, Shanghai, China.
Chan, J. K. S. (2012). A Study of Student Teachers' Pedagogical Content Knowledge in the New Senior Secondary School Curriculum. Paper presented at the 14th Cross-strait Regional Conference on Curriculum Theory, South China Normal University, China.
Chan, J. K. S. (2012, October). Transforming Teaching and Learning in the Era of Change: How Student Teachers Perceive the New Meaning of Pedagogy and How They put It into Classroom Practice? Paper presented at the 4th Asian Conference on Education, Osaka, Japan.
Ko, Po Yuk, Lam, T. S. J., & Lai, M. C. (2012, November). Lesson Study: A Collaborative Way to Develop and Conceptualize TESOL Teachers' PCK. Paper presented at the World Association of Lesson Studies International Conference, Singapore.
Financial Year:
2010-11
Type:
TDG